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The AQP will set the national standards to ensure validity and consistency of the external summative assessment. The QAS form an integral part of every occupational qualification and are developed for each occupational qualification and outline and record the following information:
Title of occupational qualification;
Curriculum reference number;
Name and details of the AQP;
External assessment strategy;
Key occupational outcomes;
The point(s) at which the qualification must be assessed (allowing for production cycle if required);
Critical identified elements of ‘internal assessment’ to be externally moderated (if any);
Eligibility requirements for candidates for exter[...]

WHAT IS REQUIRED TO SUBMIT A PROGRAMME FOR APPROVAL THROUGH THE SETA

What you need to submit a Learning Programme for approval through the SETA.

The following steps are followed in order to submit a learning programme (unit standards) for approval through the ETQA (SETA).

Note: We make reference to the ETQA (Education Training Quality Authority) and not the SETA. The reason for this is because the ETQA Department/Manager within the SETA will review your programme and issue approval. (SETA has different departments who are responsible for different task. The ETQA manager will ultimately approve your programme.)

The complete Assessment guide that consist out of the following sections:

Plan for Assessment.

Preparation of the learner.

Conduct Assessment.

Judgement of the Assessment.

Feedback to the learner.

Review of the Assessment process.

STEP 9 : ASSESSMENT MEMO

–Create a separate document calling it the Assessment Memo Cover Page that makes reference to your Unit Standard details, and maybe give it a “confidential” watermark, footnote or disclaimer of some sort.

–Include model answers for each activity/assessment activity in this guide – we’re not recommending any particular format. You may also want to include the following, depending on the topic or structure of your activities:

*Support material and/or references that were provided to the learner – which he/she can use as resources (we mean

resources and references that were given to the learner during the induction or facilitation).

*Observations sheets – these should be in the Assessment Guide already if used previously

*Checklists – to check if the learner’s response is complete or that all required activities were handed in.

*Possible or required sources of evidence – or of course your model answers, or guidelines on how learners were asked or could answer the question.

*Expected quality of evidence – maybe include the amount of pages, size of response, number of words, how many points will be allocated to this activity and so forth.

STEP 10 : MENTOR GUIDE

Depending on the type of programme, NQF level and the target group of learner, may the SETA also request a mentoring guide.

Mentor guide is similar to the Facilitator guide, but intended for the supervisor or manager in the workplace to guide them on the instructions and type of exposure the learners should get.

The mentor guide will also be a summary of all the guidelines and instructions given to the learner during the contact sessions for all the summative assessment instructions.

-What the leaner is busy with?

-Instructions provided to the learner during the delivery?

-What the learner should do?

-Period and level of experience required?

-What end-result is expected on completion?

STEP 11 : LOGBOOK

The credit calculation of the unit standard is based on a formula (multiple by x 10) that = to the total number of Notional Hours that must be achieved at the end of the learning programme.